CRITICAL-COLLABORATIVE HYBRID LEARNING: A DISCUSSION ILLUMINATED BY THE SOCIAL-HISTORICAL-CULTURAL THEORY

Abstract

The Covid-19 pandemic triggered, in the educational area, a problem related to digital technologies and their different approaches to teaching. In the eagerness to find suitable methodologies for the remote system, the so-called hybrid teaching was chosen, but whose characteristics indicated transmissive proposals, much more than those considered before the pandemic, when digital technologies were used. By hybrid, it came to mean any and all teaching-learning proposals that resorted to a mix of instruments, with great emphasis on digital technologies. Diverse conceptions about hybrid teaching, hybrid education, hybrid learning, among other denominations that carry the stigma of hybridism, have entered the educational system and this has been spreading since the pandemic period until now, without an effective discussion about which theoretical bases guide this learning of hybrid character. This amalgamation of approaches to “hybrid teaching” guided a graduate course at LAEL, PUC-SP, in 2021, whose objective was to characterize hybrid teaching-learning in the light of socio-historical-cultural theory, guided by critical-creative methodologies. In this direction, this article, following the development orientation of the discipline, will address concepts related to hybrid teaching and its reverberations, questioning this dichotomous and cognitivist view questioning this dichotomous and cognitive view that sustains many so-called models. Theoretically, it seeks support in the concept of critical collaboration and other concepts of a socio-historical nature, confronting them with those that support the approach currently considered of hybrid teaching. Discuss a learning situation, highlighting the characteristics that allow it to be categorized as a hybrid teaching-learning activity from a socio-historical-cultural perspective.